Book Review: Transforming mathematics education: from embodied experiences to an ethical commitment. Luis Radford (2021) The theory of objectification: a Vygotskian perspective on knowing and becoming in mathematics teaching and learning

2021 ◽  
Author(s):  
Anna Shvarts
Keyword(s):  
Mathematics Education ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Ethical Commitment ◽  
Embodied Experiences ◽  
Mathematics Teaching And Learning

Book Review: Challenging Mathematics Education Researchers to Undertake Grand Problems

2015 ◽  
Vol 46 (2) ◽  
pp. 244-247
Author(s):  
Amanda Jansen ◽  
Alison S. Marzocchi
Keyword(s):  
Mathematics Education ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Significant Contribution ◽  
Mathematics Learning ◽  
Central Question ◽  
Learning And Teaching ◽  
Mathematics Teaching And Learning ◽  
Support Students

This edited volume, Vital Directions for Mathematics Education Research, is a significant contribution to our field because each chapter highlights grand problems that researchers must tackle to improve mathematics learning and teaching. The ambitious goals of the chapters could be summarized in a central question: How can research contribute to understanding and improving mathematics teaching so that we can further understand and support students' meaningful learning of mathematics? From this book, readers will draw inspiration for their research endeavors, and they will be able to situate their studies in broader perspectives about mathematics teaching and learning.

Book Review: We Know More Than We Can Tell A Review of the Second Handbook of Research on Mathematics Teaching and Learning

2008 ◽  
Vol 39 (5) ◽  
pp. 552-561
Author(s):  
John A. Dossey
Keyword(s):  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Information Age ◽  
National Council ◽  
Mathematics Teaching And Learning

Second Handbook of Research on Mathematics Teaching and Learning: A Project of the National Council of Teachers of Mathematics. (2 volumes). Frank K. Lester Jr. (Ed.) (2007). Charlotte, NC: Information Age Publishing, 1363 pp. ISBN 978-1-59311-176-2 (pb) $350.00 (U.S.) per set. ISBN 978-1-59311-177-9 (hb) $499.00 (U.S.) per set.

scholarly journals Um cenário de estudos envolvendo o ensino de Matemática através da Resolução de Problemas em periódicosA study scenario involving the teaching of mathematics through problem solving in journals

2020 ◽  
Vol 22 (2) ◽  
pp. 252-280
Author(s):  
Kaique Nascimento Martins ◽  
Jamille Vilas Bôas
Keyword(s):  
Mathematics Education ◽  
Problem Solving ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
The State ◽  
University Education ◽  
Teaching Mathematics ◽  
Mathematics Teaching And Learning ◽  
Teaching Of Mathematics

ResumoO presente estudo é uma pesquisa bibliográfica inspirada no Estado do Conhecimento, tendo como objetivo compreender focos temáticos nas produções acadêmicas que utilizam/abordam o ensino de matemática através da resolução de problemas. Para tanto, realizou-se um mapeamento das produções acadêmicas publicadas nos periódicos: BOLEMA, Boletim GEPEM, Zetetiké, Educação Matemática em Revista e Educação Matemática Pesquisa, entre janeiro de 2011 e junho de 2019. De um modo geral, percebemos uma variedade de estudos contendo diferentes perspectivas discutidas e abordadas tanto na educação básica quanto no ensino superior.  A partir deste trabalho, é possível ampliar o entendimento sobre a temática, fortalecendo a ideia de que esta pode potencializar o processo de ensino e aprendizagem de matemática.Palavras-chave: Resolução de problemas, Mapeamento, Educação matemática.AbstractThe present study is a bibliographic research inspired by the state of knowledge, aiming to understand thematic focuses on academic productions that use/approach teaching mathematics through problem-solving. For this purpose, we mapped the academic productions published in journals: BOLEMA, Boletim GEPEM, Zetetiké, Educação Matemática em Revista, and Educação Matemática Pesquisa, published between January 2011 and June 2019. We noticed a variety of studies containing different perspectives discussed and addressed both in basic and university education. From this work, it is possible to broaden the understanding of the theme, strengthening the idea that it can enhance the mathematics teaching and learning process.Keywords: Problem solving, Mapping, Mathematics education. ResumenEl presente estudio es una investigación bibliográfica inspirada en el estado del conocimiento, con el objetivo de comprender enfoques temáticos sobre producciones académicas que utilizan/abordan la enseñanza de las matemáticas a través de la resolución de problemas. Para ello, mapeamos las producciones académicas publicadas en las revistas: BOLEMA, Boletim GEPEM, Zetetiké, Educação Matemática em Revista y Educação Matemática Pesquisa, publicadas entre enero de 2011 y junio de 2019. Notamos una variedad de estudios que contienen diferentes perspectivas discutidas y abordadas tanto en educación básica como en educación universitaria. A partir de este trabajo, es posible ampliar la comprensión del tema, fortaleciendo la idea de que puede potenciar el proceso de enseñanza y aprendizaje de las matemáticas.Palabras clave: Resolución de problemas, Mapeo, Educación matemática.

scholarly journals A imagem mental processada por estudantes com autismo no ensino e na aprendizagem de matemática: uma investigação sobre as pesquisas realizadas na PUC-SP

2019 ◽  
Vol 8 (2) ◽  
Author(s):  
ELTON DE ANDRADE VIANA ◽  
ANA LÚCIA MANRIQUE
Keyword(s):  
Autism Spectrum Disorder ◽  
Mathematics Education ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Document Analysis ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Academic Production ◽  
Students With Autism ◽  
Mathematics Teaching And Learning

ResumoO trabalho é uma socialização de resultados parciais de uma pesquisa de Doutorado na área da Educação Matemática em desenvolvimento. Com o objetivo de identificar institucionalmente a atual produção acadêmica de caráter Stricto Sensu envolvendo estudantes com autismo e que contribui para uma primeira reflexão sobre o ensino e a aprendizagem da matemática em situações que envolvam estudantes com autismo, realizamos uma pesquisa por meio de uma análise documental de dissertações e teses que de alguma forma contribuem para uma reflexão sobre o processamento da imagem mental realizado por estudantes com autismo nas diferentes situações de ensino e de aprendizagem da matemática. Os resultados apontam que existem, mesmo que timidamente, contribuições importantes para a reflexão, no entanto, é necessária uma mobilização maior em estudos envolvendo estudantes com autismo. Palavras-Chave: Educação Especial; Imagem Mental; TEA.AbstractThe present study is a socialization of partial results of a doctor’s degree in mathematics education under development. The objective is institutionally identifying the current academic production involving students with autism spectrum disorder and contributing to a first reflection on the teaching and learning of mathematics in situations involving students with autism. We conducted a research through a document analysis of dissertations and theses that somehow contribute to a reflection on the processing of the imagery realized by students with autism spectrum disorder in the different situations of mathematics teaching and learning. The current research thus identifies that there are, even if timidly, important contributions to reflection, however, a greater mobilization is required in studies involving students with autism.Keywords: Special Education; Imagery; ASD.   

Research Advisory Committee: Reflecting on Practice: New Directions for NCTM Research Sessions

1994 ◽  
Vol 25 (4) ◽  
pp. 371-374
Keyword(s):  
Mathematics Education ◽  
Advisory Committee ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Classroom Teachers ◽  
College Teachers ◽  
Teachers College ◽  
New Directions ◽  
Staff Developers ◽  
Mathematics Teaching And Learning

There are many communities that are vital to the improvement of mathematics education—among them, classroom teachers, college teachers, staff developers, curriculum supervisors, mathematicians, and researchers. These communities all have important contributions to make to the ongoing reform of mathematics teaching and learning, but they do not always have language, mechanisms, or opportunities to communicate with each other.

Asset-Based Approaches to Equitable Mathematics Education Research and Practice

2018 ◽  
Vol 49 (4) ◽  
pp. 373-389 ◽  
Author(s):  
Sylvia Celedón-Pattichis ◽  
Lunney Lisa Borden ◽  
Stephen J. Pape ◽  
Douglas H. Clements ◽  
Susan A. Peters ◽  
...  
Keyword(s):  
Mathematics Education ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Public Perception ◽  
Mission Statement ◽  
Mathematics Learning ◽  
National Council ◽  
Learning And Teaching ◽  
Mathematics Teaching And Learning ◽  
And Mathematics

In July 2017, the National Council of Teachers of Mathematics (NCTM) released a new mission statement that shifts the organization's primary focus to supporting and advocating for the highest quality mathematics teaching and learning for all students. A key strategy for achieving this goal is to advance “a culture of equity where each and every person has access to high quality teaching and is empowered as a learner and doer of mathematics” (NCTM, 2017, “Strategic Framework,” para. 2). Increasing equity and ensuring the highest quality mathematics teaching and learning for all students requires systemic change (National Council of Supervisors of Mathematics [NCSM] & TODOS: Mathematics for ALL, 2016). As educators are called to enact NCTM's new mission, we acknowledge that such change is complex. We also acknowledge that our own experiences conducting equity work that is grounded in an asset-based approach are at different stages of development, ranging from beginning levels to lived experiences as diverse mathematics learners and mathematics education researchers. We see this change in mission as a call to both act politically (Aguirre et al., 2017) and to change story lines (i.e., “broad, culturally shared narrative[s]”; Herbel-Eisenmann et al., 2016, p. 104) that dominate the public perception of mathematics learning and teaching. We acknowledge that systemic barriers are part of a larger educational issue, but for the purposes of this commentary, we focus on mathematics.

Highlighting Theory to Connect Research and Practice

2018 ◽  
Vol 49 (5) ◽  
pp. 614-618
Author(s):  
Paola Sztajn ◽  
Mona Tauber ◽  
Ana Patricia Maroto Vargas
Keyword(s):  
Mathematics Education ◽  
Educational Research ◽  
Educational Change ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Research Practice ◽  
Research And Practice ◽  
Novel Approach ◽  
Mathematics Teaching And Learning

What role should educational research play in practice and vice versa? What is the role of theory in connecting research and practice? These are some of the questions that readers are invited to consider in Research for Educational Change: Transforming Researchers' Insights Into Improvement in Mathematics Teaching and Learning. Using a novel approach, this book brings these questions to the foreground and examines the links among research, practice, and theory in mathematics education.

Where Are We? The Third Take: Review of Compendium for Research in Mathematics Education

2018 ◽  
Vol 49 (4) ◽  
pp. 501-512
Author(s):  
Jeremy Kilpatrick
Keyword(s):  
Mathematics Education ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
National Council ◽  
Future Directions ◽  
Quarter Century ◽  
The Third ◽  
Mathematics Teaching And Learning ◽  
Definition Of ◽  
Research In Mathematics Education

A quarter century ago, the National Council of Teachers of Mathematics (NCTM) published the first Handbook of Research on Mathematics Teaching and Learning (Grouws, 1992); 15 years later, they published a Second Handbook of Research on Mathematics Teaching and Learning (Lester, 2007). Now, in anticipation of its centenary in 2020, NCTM has published the Compendium for Research in Mathematics Education. The replacement of Handbook of by Compendium for in the title, though originating as an issue associated with copyright permission, also represents a kind of progress. The word handbook was originally used to mean something like “small, easily consulted pocket reference,” which certainly did not apply to the first two publications. In his preface, Cai quotes the dictionary definition of compendium as “‘a collection of concise but detailed information about a particular subject’ that has been ‘systematically gathered’” (p. vii), and he emphasizes that the three components of “concise,” “detailed,” and “systematically gathered” characterize the compendium at hand. Perhaps even more significant is the change from of to for. That change was made, according to Cai, to signal a shift from a static, backward-looking collection of observations about research in our field to a resource that could be used to move that research forward. To service that shift, the authors of all the compendium chapters were asked to speculate on future directions for research in light of the research they were reviewing.

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